In response to persistent low mathematics achievement at Kenya Certificate of Secondary Education examinations despite provision of academic counselling services in schools, this study sought to investigate factors affecting mathematics academic counselling services among secondary school students in Maara District, Kenya. Opinions of heads of counselling departments who were purposively selected from 48 secondary schools in the district were collected using semi structured questionnaires, while data analysis involved extraction and discussion of main themes and excerpts. The finding indicated that secondary school students held tenaciously on the belief that mathematics was difficult and that they had low ability in the subject. Additionally, students were less consistent in studying mathematics and unwilling to consult peers and teachers when stranded. Lack of teaching/learning resources featured as a limitation to convenience in mathematics study and efficient completion of assignments. Therefore, it was recommended that measures be executed to provide personalized coaching, learning resources, syllabus revision and redesigning of mathematics text books.
Keywords: Mathematics, Counselling services, Achievement.